Performance Task (Summary in G.R.A.S.P.S. form):(T)
Goal:Do a post-war newscast of an event or series of connected events to show the the changes in worldviews, how communities were effected, and how political processes changed. Role: The role of the student would be a postwar newscaster in 1945 using the impact of certain events to show understanding. Audience: The viewers of the newscast would be the audience of the news station such as CNN. Situation: The situation would be reaching out to a world that has been crippled by war. Product/Presentation: The product would consist of a recording with audio and visual clips through an IMovie. Standards: Product: Content 30%, Purpose 20%, Research 20%, Vocabulary 10%, Graphics 10%, storyboard 10%. Presentation: Posture and Eye Contact 10%, Time-Limit 20%, On Task During Other Presentations 15%, Comprehension 20%, Preparedness 15%, Collaboration 20%
Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):
Other Evidence(OE)
• Google docs for short position based papers where the students would argue the points of the students.
• Prezi's to show a time line of an event that they will be doing for their final project..
• Glogster to do small posters to show the individual political processes of the era and specific regions.
• Audio recordings as WWII was a leap in the auditory age to show a connection between now and then through technology.
• Blog about how they can relate to the people in the communities and towns during WWII.
• Imovie a newscast about how events and changes in the world affected world views.
Student Self-Assessment and Reflection
Self-Assessment(SA)
• Pre-assessment: I would us a fold over diagram with the major vocab to cross what they think certain words mean against what the proper definition is.
• Checking for understanding: Pop-it, onion ring, exit ticket, give one get one, hand print, every pupil response, clickers
• Timely feedback: self, peer, teacher
Assessment Task Blue Print
What understandings/goals will be assessed through this task?(G)
Understanding
Goal (MLR)
WWII altered how the world looks at itself and each other. WWII affected Communities in the world. WWII had specific impacts on political processes and developments.
•Students understand major eras, major enduring themes, and historic influences in the United States and world history including the roots of democratic philosophy, ideals and institutions in the world.
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Big Ideas
Big Ideas
•World War II
•Social Studies
Through what authentic performance task will students demonstrate understandings?
Task Description:(T)
You are a newscaster for CNN and the chance to do a memorial for an event in World War II arises as the anniversary approaches. Your production staff tells you that you have to do a newscast about either an event in the war or series of events that took place in the war. The production staff also wants you to make a connection from the war to something from the modern era. There are three things that need to be covered in the newscast: How did this event change the war and the and the what was the worlds response to it? How was the community that it affected change/can you relate to them? How were political developments affected by this event? The newscast should encompass information from primary and secondary documents as well as graphics you have created and some from the events themselves.
What student products/performances will provide evidence of desired understandings?
Type II Product
Type of Presentation
•Imovie
•Presentation
By what criteria will student products/performances be evaluated?
Stage 2 - Determine Acceptable Evidence.
Role: The role of the student would be a postwar newscaster in 1945 using the impact of certain events to show understanding.
Audience: The viewers of the newscast would be the audience of the news station such as CNN.
Situation: The situation would be reaching out to a world that has been crippled by war.
Product/Presentation: The product would consist of a recording with audio and visual clips through an IMovie.
Standards: Product: Content 30%, Purpose 20%, Research 20%, Vocabulary 10%, Graphics 10%, storyboard 10%. Presentation: Posture and Eye Contact 10%, Time-Limit 20%, On Task During Other Presentations 15%, Comprehension 20%, Preparedness 15%, Collaboration 20%
• Prezi's to show a time line of an event that they will be doing for their final project..
• Glogster to do small posters to show the individual political processes of the era and specific regions.
• Audio recordings as WWII was a leap in the auditory age to show a connection between now and then through technology.
• Blog about how they can relate to the people in the communities and towns during WWII.
• Imovie a newscast about how events and changes in the world affected world views.
• Checking for understanding: Pop-it, onion ring, exit ticket, give one get one, hand print, every pupil response, clickers
• Timely feedback: self, peer, teacher
Assessment Task Blue Print
What understandings/goals will be assessed through this task? (G)
WWII affected Communities in the world.
WWII had specific impacts on political processes and developments.
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Through what authentic performance task will students demonstrate understandings?
What student products/performances will provide evidence of desired understandings?
By what criteria will student products/performances be evaluated?
•Purpose 20%
•Research 20%
•Vocabulary 10%
•Graphics 10%
•Storyboard 10%
•Time-Limit 20%
•On Task During Other Presentations 15%
•Comprehension 20%
•Preparedness 15%
•Collaboration 20%